Students experiment with a new material—aerogel. Aerogel is a synthetic (human-made) porous ultra-light (low-density) material, in which the liquid component of a gel is replaced with a gas. In this activity, student pairs use aerogel to simulate the environmental engineering application of cleaning up oil spills. In a simple and fun way, this activity incorporates density calculations, the material effects of surface area, and hydrophobic and hydrophilic properties.

This course introduces students to a quantitative approach to studying the problems of physiological adaptation in altered environments, especially microgravity and partial gravity environments. The course curriculum starts with an Introduction and Selected Topics, which provides background information on the physiological problems associated with human space flight, as well as reviewing terminology and key engineering concepts. Then curriculum modules on Bone Mechanics, Muscle Mechanics, Musculoskeletal Dynamics and Control, and the Cardiovascular System are presented. These modules start out with qualitative and biological information regarding the system and its adaptation, and progresses to a quantitative endpoint in which engineering methods are used to analyze specific problems and countermeasures. Additional course curriculum focuses on interdisciplinary topics, suggestions include extravehicular activity and life support. The final module consists of student term project work.

This series of courses and learning modules are designed to offer a two-quarter entry-level employment preparation or college readiness program targeting either employment in aerospace and advanced manufacturing or continuing education in a manufacturing program. The pre-employment program includes applied mathematics, blueprint reading, computer skills, manufacturing basics, English-as-a-second language for aerospace, and shop safety. OSHA 10 and OSHA 30 certification student handbooks, and a course outline for integrating WorkKeys into the program are included. An outline of assembly skills in drilling and riveting illustrate a specific entry level employment opportunity.

This undergraduate course builds upon the dynamics content of Unified Engineering, a sophomore course taught in the Department of Aeronautics and Astronautics at MIT. Vector kinematics are applied to translation and rotation of rigid bodies. Newtonian and Lagrangian methods are used to formulate and solve equations of motion. Additional numerical methods are presented for solving rigid body dynamics problems. Examples and problems describe applications to aircraft flight dynamics and spacecraft attitude dynamics.

This course meets weekly to discuss recent aerospace history and current events, in order to understand how they are responsible for the state of the aerospace industry. With invited subject matter experts participating in nearly every session, students have an opportunity to hone their insight through truly informed discussion. The aim of the course is to prepare junior and senior level students for their first industry experiences.

Welcome to this course of Aerospace Mechanics of Materials. We are happy that you chose to join us on this exciting journey. This course deals with basic material and geometry dependent analysis of structures. In this course, you will investigate how these material properties, in combination with structural geometries, affect the design and performance of basic structural elements under axial, torsion, bending and shear loading.

We have divided this course into eight different subjects and a review chapter. In those subject, you will find video lectures and readings, where the concepts and theory will be explained; examples, where we will solve a problem for you, so you can reinforce the concepts you have learned; and exercises, that will allow you to test your knowledge.

Aerospace Structures by Eric Raymond Johnson is a 600+ page text and reference book for junior, senior, and graduate-level aerospace engineering students. The text begins with a discussion of the aerodynamic and inertia loads acting on aircraft in symmetric flight and presents a linear theory for the status and dynamic response of thin-walled straight bars with closed and open cross-sections. Isotropic and fiber-reinforced polymer (FRP) composite materials including temperature effects are modeled with Hooke’s law. Methods of analyses are by differential equations, Castigliano’s theorems, the direct stiffness method, the finite element method, and Lagrange’s equations. There are numerous examples for the response axial bars, beams, coplanar trusses, coplanar frames, and coplanar curved bars. Failure initiation by the von Mises yield criterion, buckling, wing divergence, fracture, and by Puck’s criterion for FRP composites are presented in the examples.

Resources
PDFs (book and chapter-level)
Problem sets: http://hdl.handle.net/10919/104169
LaTeX sourcefiles: Expected spring 2022
Print (Softcover. Does not include appendix): https://www.amazon.com/dp/1949373444.

Professors, if you are reviewing this book for adoption in your course, please let us know here: http://bit.ly/interest-aerospace-structures. Instructors reviewing, adopting, or adapting parts or the whole of the text are especially encouraged to sign up.

In this unit, students will become familiar with fables and trickster tales from different cultural traditions and will see how stories change when transferred orally between generations and cultures. They will learn how both types of folktales employ various animals in different ways to portray human strengths and weaknesses and to pass down wisdom from one generation to the next. Use the following lessons to introduce students to world folklore and to explore how folktales convey the perspectives of different world cultures.

This text explores the philosophical ideas around aesthetics and subjectivity through the writings of Emmanuel Kant, Frederick Nietzsche, and others.

This course studies the relations of affect to cognition and behavior, feeling to thinking and acting, and values to beliefs and practices. These connections will be considered at the psychological level of organization and in terms of their neurobiological and sociocultural counterparts.

TL;DW: affect's a verb and effect's a noun. But there's a little more to it than that.

A racist attack on Democratic vice-presidential candidate Richard M. Johnson. The Kentucky Congressman's nomination, in May 1835, as Van Buren's running-mate for the 1836 election raised eyebrows even among party faithful, because of Johnson's common-law marriage to a mulatto woman, Julia Chinn, by whom he fathered two daughters. The artist ridicules Johnson's domestic situation, and the Democrats' constituency as well. Seated in a chair with his hand over his face, a visibly distraught Johnson lets a copy of James Watson Webb's "New York Courier and Enquirer" fall to the floor and moans, "When I read the scurrilous attacks in the Newspapers on the Mother of my Children, pardon me, my friends if I give way to feelings!!! My dear Girls, bring me your Mother's picture, that I may show it to my friends here." On the right are his two daughters, Adaline and Imogene, wearing elegant evening dresses. One presents a painting of a black woman wearing a turban, and says, "Here it is Pa, but don't take on so." The second daughter says, "Poor dear Pa, how much he is affected." A man behind them exclaims, "Pickle! Pop!! and Ginger!!! Can the slayer of Tecumseh be thus overcome like a summer cloud! fire and furies. oh!" Johnson is reported to have slain the Indian chief Tecumseh. Flanking Johnson are a gaunt abolitionist (right) and a black man. The abolitionist holds a copy of the "Emancipator," a Hartford, Connecticut newspaper, and says, "Be comforted Richard; all of us abolitionists will support thee." The black man pledges, ". . . de honor of a Gentlemen dat all de Gentlemen of Colour will support you." On the far left is a stout postmaster who says, "Your Excellency, I am sure all of us Postmasters and deputies will stick to you; if you promise to keep us in office." The print seems to date from early in the campaign of 1836. Johnson's wife Julia Chinn died in 1833. Adaline, one of the two daughters pictured, died in February 1836. Although Weitenkampf dates the print at 1840, when Johnson was again Van Buren's running-mate, the presence of both daughters and the drawing style are persuasive evidence for an 1836 date.|Probably published by Henry R. Robinson, New York.|Title appears as it is written on the item.|Weitenkampf, p. 63.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1836-15.

This assessment is an evaluation based on a student's attitudes, interests, and values. Here is an example for affective assessment.

This course instructs students on how to develop technologies that help people measure and communicate emotion, that respectfully read and that intelligently respond to emotion, and have internal mechanisms inspired by the useful roles emotions play.

Affective domain assessment encompasses various dimensions, including self-awareness, empathy, resilience, motivation, and social competence. Through carefully designed assessment tools and techniques, educators can effectively gauge students' emotional intelligence, interpersonal skills, and their ability to navigate the complexities of the human experience.This author content aims to delve into the importance of assessing the affective domain in education. It will explore the benefits it offers to both educators and students, highlight the significance of fostering emotional well-being in the learning environment, and provide insights into practical strategies for implementing affective domain assessment effectively.Throughout this content, we will discover how affective domain assessment can facilitate the development of students' interpersonal skills, boost their self-confidence, and empower them to become empathetic and socially responsible individuals. By recognizing the importance of emotional intelligence and its role in academic achievement, we can create inclusive and supportive learning environments that cultivate the overall well-being of our students.

While cognitive abilities and skills are essential, assessing the affective domain focuses on evaluating an individual's attitudes, values, motivations, and emotional intelligence. Affective domain assessments aim to understand how individuals perceive, manage, and express their emotions, as well as their ability to empathize, communicate effectively, and demonstrate ethical behavior. This type of assessment is particularly valuable in fields that require strong interpersonal skills, leadership, and teamwork. 

The concept of Affective-based authentic assessment play a significant role in how students engage with and respond to learning experiences. It seeks to assess and understand the emotional and behavioral aspects of learning in a context that closely resembles real-life situations of a students.AFFECTIVE_BASED_ASSESSMENT_oj6ZClF.docx

Affective domain assessment focuses on evaluating an individual's attitudes, beliefs, values, emotions, and interpersonal skills. It aims to assess the affective or emotional aspects of learning and development, including motivation, empathy, self-awareness, and social responsibility. This assessment approach recognizes the importance of emotions and attitudes in shaping behavior and performance. Methods for assessing the affective domain can include self-assessments, surveys, interviews, and observation of behavior. Affective domain assessment is often used in educational and organizational settings to promote personal growth, social development, and well-rounded individuals.AFFECTIVE_DOMAIN_ASSESSMENT.docx

Affective domain assessment focuses on evaluating an individual's attitudes, beliefs, values, and emotional responses in relation to a specific subject or domain. It aims to measure the individual's feelings, motivation, engagement, and overall attitude toward the topic being assessed. This type of assessment recognizes the significance of emotions and psychological factors in learning and provides insights into the individual's level of interest, enthusiasm, and connection to the subject matter. Affective domain assessments often involve self-reflection, surveys, observations, or interviews to gather data about the individual's affective responses.Affective_Domain_Assessment_1tR86wW.docx